71/5 ^V 



w^z-i y 



UnlYersltj o! the State o! Set Yorl BiiIMln 

r August 2, 1913, at the Post Offi 
act of August 24, 191 2 

Published fortnightly 



Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y„ under the 

act of August 24, 191 2 



No. 542 



ALBANY, N. Y. 



May I, 1913 



VOCATIONiVL SCHOOLS 



PAGE 

Purpose of bulletin 3 

Principles underlying State aid.. 3 
Ordinary manual training, do- 
mestic science, and similar 
courses are not State-aided... 4 
Controlling purposes of voca- 
tional instruction 5 

Conditions for sharing in allot- 
ments 5 

Approval by the Commissioner of 

Education 6 

Preliminary investigations 7 

Local authorization of public vo- 
cational schools 7 

Essentials in organization 8 

Location 8 

Equipment 8 

Advisory board 9 

Teachers and their qualifications. 9 

Concerning courses of study. ... 10 



PAGE 

Number of pupils required 10 

Other general uniform require- 
ments II 

The different kinds of vocational 

schools and their requirements. 11 

General industrial schools 11 

Trade schools 12 

Schools of agriculture, mechanic 

arts and homeraaking 13 

Part-time or continuation schools. 13 

Evening vocational schools 13 

Meaning of the word " school ". . 14 
Manner of conducting vocational 

schools 14 

Reports 14 

Miscellaneous information 14 

The Division of Vocational 

Schools 16 

Education Law relative to voca- 
tional instruction 16 



Ti3r-Jci3-sooo (7-6701) 



ALBANY 

UNIVERSITY OF THE STATE OF NEW YORK 
T913 



UNIVERSITY OF THE STATE OF NEW YORK K V 

Regents of the University C^V^z 

With years when terms expire V \ ^^ ^ 
(August IS, 19 1 3) 

1917 St Clair McKelway M.A. LL.D. D.C.L. L.H.D. 

Chancellor Brooklyn 

1914 Pliny T. Sexton LL.B. LL.D. Vice Chancellor Palmyra 

1915 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany 

1922 Chester S. Lord M.A. LL.D. _--_-_ New York 

1918 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 
1921 Francis M. Carpenter -------- Mount Kisco 

1923 Abram I. Elkus LL.B. D.C.L. ----- New York 

1916 Lucius N. Littauer B.A. ------- Gloversville 

1924 Adelbert Moot -_-----__-- Buffalo 

1925 Charles B. Alexander M.A. LL.B. LL.D. Lit.D. Tuxedo 

1919 John Moore - — ------__-- Elmira 

1920 Andrew J. Shipman M.A. LL.B. LL.D. - - New York 

President of the University 
and Commissioner of Education 

John Huston Finley M.A. LL.D. 

Assistant Commissioners 

Augustus S. Downin® M.A. L.H.D. LL.D. For Higher Education 
Charles F. Wheelock B.S. LL.D. For Secondary Education 
Thomas E. Finegan M.A. Pd.D. LL.D. For Elementary Education 

Director of State Library 

James I. Wyer, Jr, M.L.S. 

Director of Science and State Museum 

John M. Clarke Ph.D. D.Sc. LL.D. 

Chiefs of Divisions 

Administration, George M. Wiley M.A. 

Attendance, James D. Sullivan 

Educational Extension, William R. Watson B.S. 

Examinations, Harlan H. Horner B.A. 

History, James A. Holden B.A. 

Inspections, Frank H. Wood M.A. 

Law, Frank B. Gilbert B.A. 

Library School, Frank K. Walter M.A. M.L.S. 

Public Records, Thomas C. Quinn 

School Libraries, Sherman Williams Pd.D. 

Statistics, Hiram C. Case 

Visual Instruction, Alfred W. Abrams Ph.B. 

Vocational Schools, Arthur D. Dean D.Sc. 



University ol tlie State of New York Bulletin 

if August 2, 1913, at the Post OfE 
act of August 24, 1912 

Published fortnightly 



; Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under the 

(T act of August 24, 1912 



No. 542 ALBANY, N. Y. May i, 1913 

[VOCATIONAL SCHOOLS 

At the instance and under the leadership of the National Society 
for the Promotion of Industrial Education, there have been thought- 
ful, helpful conferences upon the subject of vocational education 
between those engaged in such work in several states. The results 
of such conferring will largely appear in this bulletin, and they will 
doubtless find similar expression in like publications of other juris- 
dictions. 

PURPOSE OF THIS BULLETIN 

This bulletin would direct attention to the fundamental principles 
underlying and the development of State-aided vocational educa- 
tion in the State of New York, and it should be read as a whole 
to understand fully the requirements of the Education Law and 
the Commissioner of Education relating to such instruction. 

The law commits to the Commissioner of Education the task of 
providing vocational instruction which will prepare young people 
to meet successfully the demands of the shop, farm and home. 

The plans outlined in this bulletin for such education establish a 
partnership between local communities and the State in giving such 
vocational training as will justify State aiding. 

Experience in administering the law, and helpful suggestions 
from local communities, which will always be welcomed, will doubt- 
less lead to some later modifying of prescribed standards and 
requirements, of which due notice will be given. 

PRINCIPLES UNDERLYING STATE AID 

State aid will helpfully stimulate and encourage communities to 
carry on vocational education. The marked tendency everywhere 
in American education is to increase State aid therefor. Such help 
is being given more and more, especially to encourage and assist 
local communities to undertake such new and more serviceable 
training of children as will better fit them for useful and profitable 
employment in the industries, in agriculture, and in the household, 
and make them generally better citizens. 



4 UNIVERSITY OF THE STATE OF NEW YORK 

ORDINARY MANUAL TRAINING, DOMESTIC SCIENCE, 
AND SIMILAR COURSES ARE NOT STATE-AIDED 

So far, it has not been the intent of the law that ordinary manual 
training high schools and other secondary schools maintaining manual 
training departments should share in appropriations for vocational 
education. While the general high schools may have pupils of about 
the same age as those in the vocational schools, the instruction given 
in the two kinds of schools differs widely in subject matter, in 
method, and in the respective groups of pupils to whom it appeals. 
The standards of the ordinary manual training high schools and in 
the manual training departments of high schools are essentially 
those of the general high schools. In the latter, technical and shop 
instruction, as distinguished from general or nontechnical instruc- 
tion, plays a relatively small part. The practical work of the general 
high school rarely approaches the conditions of shop production. 
Their technical studies, such as drawing, mathematics, and econom- 
ics, usually have only a remote and even accidental connection with 
the so-called practical studies and exercises. On the other hand, 
in a vocational school, shopwork always claims from 45 to 75 per 
cent of the pupil's time. The shop output usually has some com- 
mercial value and is produced in a shop atmosphere by shop 
methods, while its drawing and mathematics are intimately and 
purposely related to the shopwork ; and often the so-called cultural 
subjects derive interest and significance from the relationship they 
are made to bear to the more purely vocational part of the program. 

Likewise the ordinary and useful courses for girls in cooking 
and sewing, and for both sexes in nature study and agriculture, 
have not yet been accorded special State aid. It has not been the 
particular purpose of such general courses to train pupils for wage- 
earning employment in such activities. Textbook study in agricul- 
ture, laboratory practice in cooking, classroom sewing, and manual 
training have in the past lacked the purpose and methods which 
especially characterize vocational instruction. 

There should be no disparagement of the mentioned ordinary 
and obviously helpful instruction, but it does not entitle its schools 
to share in any provision yet made by this State for especially 
aiding education in the practical arts. Such aid has so far been 
given only to vocational schools which specifically and exclusively 
devote themselves to preparing their pupils for employment, as a 
calling or vocation in life, in such arts. 

1N.>^ to* 



VOCATIONAL SCHOOLS 5 

CONTROLLING PURPOSE OF VOCATIONAL INSTRUC- 
TION 
It should be distinctly recognized that the differentiating, justify- 
ing purpose of specialized vocational instruction is to fit persons 
for profitable employment in particular occupations. It is not given 
with the idea, primarily, of holding children in school ; nor is it 
expected that it will be a general corrective of shortcomings in any 
scheme of public education. Nor is a vocational school, any more 
than an ordinary public school, intended for backward or defective 
children. 

CONDITIONS FOR SHARING IN ALLOTMENTS 
The conditions for sharing in the allotments of State aid for 

vocational instruction are stated in the following quoted sections, 

604 and 605, of the Education Law: 

§ 604 State aid for general industrial schools, trade schools, 

and schools of agriculture, mechanic arts and homemaking. 

1 The Commissioner of Education in the annual apportion- 
ment of the State school moneys shall apportion therefrom to 
each city and union free school district for each general industrial 
school, trade school, part-time or continuation school or evening 
vocational school, maintained therein for thirty-six weeks during 
the school year and employing one teacher whose work is devoted 
exclusively to such school, and having an enrolment of at least 
fifteen pupils and maintaining an organization and a course of study, 
and conducted in a manner approved by him, a sum equal to two- 
thirds of the salary paid to such teacher, but not exceeding one 
thousand dollars. 

2 He shall also apportion in like manner to each city, union free 
school district or common school district for each school of agri- 
culture, mechanic arts and homemaking, maintained therein for 
thirty-six weeks during the school year, and employing one teacher 
whose work is devoted exclusively to such school, and having an 
enrolment of at least fifteen pupils and maintaining an organiza- 
tion and course of study and conducted in a manner approved by 
him, a sum equal to two-thirds of the salary paid to such teacher. 
Such teacher may be employed for the entire year, and during the 
time that the said school is not open shall be engaged in per- 
forming such educational services as may be required by the board 
of education or trustees, under regulations adopted by the Com- 
missioner of Education. Where a contract is made with a teacher 
for the entire year and such teacher is employed for such period. 



6 UNIVERSITY OF THE STATE OF NEW YORK 

as herein provided, tlie Commissioner of Education shall make an 
additional apportionment to such city or district of the sum of two 
hundred dollars. But the total amount apportioned in each year 
on account of such teacher shall not exceed one thousand dollars. 

3 The Commissioner of Education shall also make an addi- 
tional apportionment to each city and union free school district 
for each additional teacher employed exclusively in the schools 
mentioned in the preceding subdivisions of this section for thirty- 
six weeks during the school year, a sum equal to one-third of the 
salary paid to each such additional teacher, but not exceeding 
one thousand dollars for each teacher. 

4 The Commissioner of Education, in his discretion, may ap- 
portion to a district or city maintaining such schools or employing 
such teachers for a shorter time than thirty-six weeks, or for a 
less time than a regular school day, an amount pro rata to the timq 
such schools are maintained or such teachers are employed. This 
section shall not be construed to entitle manual training high schools 
or other secondary schools maintaining manual training depart- 
ments, to an apportionment of funds herein provided for. 

Any person employed as teacher as provided herein may serve as 
principal of the school in which the said industrial or trade school or 
course, or school or course of agriculture, mechanic arts and home- 
making, is maintained. 

§ 605 Application of such moneys. All moneys apportioned by 
the Commissioner of Education for schools under this article shall 
be used exclusively for the payment of the salaries of teachers 
employed in such schools in the city or district to which such 
moneys are apportioned. 

The discretionary power given, by subdivision 4 of section 604, 
to the Commissioner of Education to make pro rata apportionments, 
is not likely to be exercised for other than evening schools, part- 
time or continuation schools, schools whose organization shall not 
be perfected in time for them to maintain their instruction for 
36 weeks in the first year, or for an approved school or instruction 
whose opportunity for usefulness will not ordinarily be continuous 
throughout the year. 

APPROVAL BY THE COMMISSIONER OF EDUCATION 
It should be observed that among conditions for sharing in the 
appropriations for vocational schools, it is required that they shall 
maintain an organization and a course of study, and be conducted 
in a manner approved by the Commissioner of Education. 



VOCATIONAL SCHOOLS 7 

PRELIMINARY INVESTIGATIONS 

The law specifically designates five kinds of vocational schools: 
general industrial schools; trade schools; schools of agriculture, 
mechanic arts and homemaking; part-time or continuation schools; 
and evening vocational schools. The distinguishing characteristics 
and particular requirements of such schools are set forth later in 
this bulletin. 

Before deciding to establish a vocational school, careful inquiry- 
should be made as to the local need for such instruction, the kind 
of school and work which would be most useful there, and the 
available school facilities therefor; and such data should be sub- 
mitted to the Commissioner of Education for his advisory 
consideration. 

In preliminary inquiries, and also in the later conduct of the 
school, aid and advice should be sought from citizens of the locality, 
from the local school board, and from other local organizations, 
such as boards of trade, granges, labor unions, civic or other clubs, 
of either sex, and from local manufacturers. Information should be 
gathered as to the leading local occupations; whether they would 
afford good employment for skilled labor; the kind of vocational 
work demanded; whether the desirable school would be of the 
all-day order, or a part-time or continuation, or evening school, and 
the probable cost of establishment and maintenance. 

In larger communities when it is certain that there should be a 
vocational school, it would be well for the local board of education 
to select a director of such school at the outset and have his obvi- 
ously helpful guidance in the preliminary inquiries. 

LOCAL AUTHORIZATION OF PUBLIC VOCATIONAL 

SCHOOLS 

The school authorities of cities have power under section 600 
of the Education Law to establish and maintain vocational schools ; 
but for their establishment and maintenance in union free school 
districts, section 601 of the said law requires the authorization of 
a district meeting, which may be given by the adoption of a resolu- 
tion of substantially the following form: 

Resolved, That the board of education of union free school district no. , 

town of , county of , be hereby authorized to 

establish, acquire and maintain a [state here the kind of school or schools to 
be authorized, using therefor the appropriate description thereof given in 
section 600 of the Education Law]. 



8 UNIVERSITY OF THE STATE OF NEW YORK 

Due provision should be made annually for raising by tax the 
amount required to maintain authorized schools, as directed by 
section 606 of the Education Law. 

ESSENTIALS IN ORGANIZATION 
In directing the organization of these schools, it is not feasible 
to make rules applicable alike to large and small communities. Ex- 
perience shows that separate schools succeed better in giving voca- 
tional instruction, and probably it will be thus provided for in most 
cities. But it is realized that, for economic reasons, separate voca- 
tional schools will not be generally favored in agricultural districts 
and in some of the smaller towns, and that in their organization, 
courses of study, and manner of conducting, such schools may rea- 
sonably vary somewhat, according to local conditions. 

It is not absolutely necessary that these schools shall have build- 
ings of their own. The place which vocational instruction occupies 
in the public school system, the purpose for which it is established, 
the methods by which it is developed and the results obtained are 
the matters of paramount importance. 

Such a school may be in a separate building with an organiza- 
tion of courses, equipment, pupils, and teachers under a management 
independent of that of any other school, or it may be an organization 
of courses, pupils, and teachers under a separate head in the same 
building with another school or schools. 

LOCATION 

The location of a vocational school should be convenient for its 
special pupils and accessible by ordinary means of transportation ; 
and part-time or continuation schools should be in or near the 
industrial district. 

EQUIPMENT 

The equipment must be suitable and sufficient for the proposed 
work, and afford opportunities for practical experience in the oc- 
cupations for which the pupils are to be prepared. Such equip- 
ment will include blackboards, charts, reference books, models and 
apparatus which will demonstrate the scientific and technical prin- 
ciples taught. 

The provision for textbook instruction should be supplemented 
by bulletins, trade magazines, reference books, publications from 
business houses, exhibits of processes and materials which will 



VOCATIONAL SCHOOLS 9 

often be freely contributed by manufacturers ; and every school 
should have a projecting lantern or reflectoscope for the use of 
valuable educational material not found in existing textbooks. The 
school library should also contain technical magazines relating to 
the instruction given in the school. 

ADVISORY BOARD 

The law provides for the appointment in cities of an advisory 
board of five to counsel with and advise school authorities in 
relation to their powers and duties in establishing and main- 
taining vocational schools, and there might well be such a 
board in smaller communities which have such schools. The ad- 
vice of such a board should be helpful in outlining proper courses 
of study, in selecting practical equipment, and in determining the 
vocational efficiency resulting from the vocational instruction. This 
board should be representative of the business of the community. 
A special and separate advisory subcommittee might usefully be 
appointed by the advisory board for each important trade or occupa- 
tion taught in the school. Such special subcommittee would prefer- 
ably consist of two persons, an employer and an employee. These 
subcommittees should report to the full advisory board and on im- 
portant occasions involving large questions might desirably be per- 
mitted to sit with such board. And it would be mutually informing 
and helpful if the director or principal teacher of the school should 
be the secretary of the advisory board, whose organization and 
membership should be reported to the Commissioner of Education 
on blanks furnished by him. 

TEACHERS AND THEIR QUALIFICATIONS 

It will readily be understood that the success of vocational in- 
struction in a community will largely depend upon the character 
and efficiency of the director or principal teacher of the school who, 
in addition to executive ability and academic preparation, should 
have capacity for leadership and for tactful adjusting of the school's 
relations to other organizations and securing their friendly coopera- 
tion ; and such usefulness would obviously be promoted by his 
previously suggested official association with the advisory board as 
its secretary. 

The lack, as yet, of suitable textbooks and guiding traditions and 
precedents for vocational instruction, makes it especially important 



lO UNIVERSITY OF THE STATE OF NEW YORK 

that only thoroughly competent teachers shall be employed in such 
schools. No teacher should be engaged therefor who has not a 
special authorizing certificate, issued under section 280 of Regents 
Rules, which requires, generally, evidence of graduation from an 
approved high school, or the equivalent, and also from an approved 
professional institution wherein he completed a two-year course of 
study in the subjects to be taught. Such rule, however, permits a 
special vocational certificate to be issued to a candidate who does 
not fully meet the foregoing requirements, if he establishes to the 
satisfaction of the Commissioner of Education that he is qualified 
to teach. 

To satisfy the Commissioner, the applicant will be required to 
furnish evidence of intimate knowledge of the subjects which he is 
to teach, gained through actual trade or field experience, and evi- 
dence of a satisfactory general education ; and he may be required 
to take a testing examination. 

But it should be remembered that it is not sufficient simply to 
employ certified teachers ; successful teaching by them, evidence of 
which will be secured to some extent by official inspection, will 
be needful to obtain or retain the necessary approval by the Com- 
missioner of Education of the teaching force of such a school, as 
a satisfactory part of its organization. 

CONCERNING COURSES OF STUDY 

It does not seem desirable, at present, to attempt to arrange and 
present here specific courses of study for the various kinds of 
vocational schools. Keeping in mind the indicated general uniform 
requirements and observing the suggestions made in the descrip- 
tions of the schools, as classified by the law, the particular planning, 
in the first instance, of courses of study for each school, accord- 
ing to its conditions, should be left to the local authorities, who 
should submit their programs to the Commissioner of Education 
for revision and approval. 

NUMBER OF PUPILS REQUIRED 

The law makes the uniform requirement that a vocational school 
shall have at least fifteen enrolled pupils, and that should be under- 
stood to mean such pupils as are regularly pursuing its courses of 
study. Other requirements as to pupils will appear in subsequent 
descriptions of the schools. 



VOCATIONAL SCHOOLS 1 1 

OTHER GENERAL UNIFORM REQUIREMENTS 
To meet the needed approval of the Commissioner of Education, 
all vocational schools should, in their courses of study and in the 
manner in which they are conducted, conform to the following 
fundamental principles : 

1 Their pupils should be trained for the leading skilled occupa- 
tions of the community, and 

2 Especially fitted for their intended occupations. 

3 Practical work should correlate with suitable technical teaching 
mentioned under paragraph 4. 

4 They should teach mathematics, drawing, science and related 
subjects, to an extent and in a way practically useful to the pupils 
in the particular occupations for which they are being trained. 

5 As nearly as school conditions will permit, their shop and 
laboratory work should be like that in the best modern business 
establishments. 

6 Their equipment should be suitable and sufficient for their 
purposes and methods of instruction. 

7 So far as feasible, such instruction should be given in English, 
history, civics and other appropriate subjects as will tend to make 
the pupils self-helpful, intelligent and worthy citizens. 

8 All instruction should be so arranged that each period of study 
prepares for its naturally succeeding period and effectively trains 
for vocational usefulness. 

THE DIFFERENT KINDS OF VOCATIONAL SCHOOLS 
AND THEIR REQUIREMENTS 

The law specifies five kinds of vocational schools : general in- 
dustrial schools ; trade schools ; schools of agriculture, mechanic 
arts and homemaking; part-time or continuation schools; and even- 
ing schools. Although differing to some extent, as their names 
indicate, such schools have, in general, the common purpose of 
training young people for industrial occupations and, as has been 
indicated, they will have much in common in their desirable methods 
of instruction and management. 

Their distinguishing characteristics will appear in the following 
descriptions of them. 

GENERAL INDUSTRIAL SCHOOLS 
General industrial schools are open to pupils who have completed 
the elementary school course or who have attained the age of 



12 UNIVERSITY OK THE STATE OF NEW YORK 

fourteen years, who will give their entire time, as a rule, to attend- 
ance upon all-day practical training in occupations in the industrial 
or household arts. The instruction given is not to be made in- 
cidental or subordinate to further liberal training, nor is it con- 
fined to highly specialized trade training. It should aid in the wise 
selection of an occupation and be adapted to the prevailing industries 
of the locality. It should lead boys and girls to industrial careers, 
with an understanding of what the industries have to offer them 
and of their possible usefulness to themselves and others therein. 
In such well-conducted schools 

1 Not less than two and one-fourth hours a day are given to shop 
or homemaking instruction. 

2 In general, not less than one and one-half hours a day are 
devoted to applied mathematics and drawing. 

3 The school sessions are not less than six nor more than seven 
hours, not counting recesses and the noon period. 

TRADE SCHOOLS 

Trade schools are open to pupils who have attained the age of 
sixteen and have completed either the elementary school course or 
a course in the above mentioned general industrial school, or have 
met such other requirements as the local authorities may prescribe. 
These schools will vary in different localities but will have direct 
connection with intermediate general industrial schools. It is ex- 
pected that pupils will enter the trade schools intending to learn 
there so far as possible a specific trade. Very likely the particular 
trade taught will form a school unit in itself. Such schools will 
have no general departments of mathematics, drawing and liberal 
studies. Such subjects and others necessary to trade proficiency 
will presumably be taught by the teachers of the trade subjects, for 
which shop data should be used and a close relation be maintained 
between theory and practice. Longer hours should be kept than 
in the intermediate vocational school. In this respect, as in many 
others, the trade school should approach shop conditions. It is the 
professional school for the industrial worker, for whom it is sup- 
posed to be his final schooling place and that he will wish his at- 
tendance there to be as short as may be consistent with thorough 
trade training. 

Not less than three hours a day are given in such schools to 
trade instruction, and their school sessions are not less than six 
nor more than eight hours, not counting recesses and the noon 
period. 



VOCATIONAL SCHOOLS 1 3 

SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND 
HOAIEMAKING 

Schools of agriculture, mechanic arts and homemaking are open 
to pupils who have completed the elementary school course, or 
who have attained the age of fourteen, or who have met such other 
requirements as the local authorities may prescribe. Such schools 
train young people for the business of farming and for the house- 
hold activities of life in the open country. 

The instruction in agriculture, to have vocational efficiency, must 
be more than that given from textbooks ; more than laboratory 
exercises in the school building, and more than a few exercises in 
gardening on the school grounds or at home. The pupils should 
give the most of their time to earnest, practical, businesslike work 
in agriculture and related science, and especially to that which is 
profitable in the neighborhood. 

Such schools should have the active support and cooperation of 
representative and progressive farmers of the community, and 
practical problems should be experimentally worked out by the 
pupils at home under the direction of the teacher of agriculture 
and with the cooperation of the parents. 

PART-TIME OR CONTINUATION SCHOOLS 

Part-time or continuation schools are those in which instruction 
is given in the trades and in industrial, agricultural and homemaking 
subjects to pupils over fourteen years of age who are regularly 
and lawfully employed during part of the day in any useful em- 
ployment or service, and the subjects of the instruction must be 
supplementary to the practical work carried on in such employment 
or service. 

Probably the only way some of the smaller communities can 
provide definite vocational teaching, will be in day continuation 
schools which will afiford to young people employed in shops oppor- 
tunity for a few hours of school instruction in each week. 

EVENING VOCATIONAL SCHOOLS 
Evening vocational schools are those in which instruction is given 
in the trades and in industrial, agricultural and homemaking sub- 
jects to pupils over sixteen years of age who are regularly and 
lawfully employed during the day, and which provide instruction 
in subjects related to the practical work carried on in such em- 



14 UNIVERSITY OF THE STATE OF NEW YORK 

ployment ; but such evening vocational schools providing instruc- 
tion in homemaking are open to all women over sixteen years of 
age who are employed in any capacity during the day. 

Existing day schools which have well-equipped shops, laboratories 
and drawing rooms, can render a valuable additional service by 
granting the use of such facilities for the evening instruction of 
day workers. 

Short evening courses which meet his immediate need as a work- 
man and aid his advancement in his calling will be most useful 
and attractive to the productive wage-earner. 

MEANING OF THE WORD " SCHOOL " 
Section 600 of the Education Law, which authorizes and fixes 
the character of the mentioned five kinds of vocational schools, 
defines the word " school," as used in that article (22) of the law, 
as including any department or course of instruction established 
and maintained in a public school for any of the purposes specified 
in that section. 

MANNER OF CONDUCTING VOCATIONAL SCHOOLS 

The requirement of the law that State-aided vocational schools 
shall be conducted in a manner approved by the Commissioner of 
Education is general rather than specific, and may be understood 
to contemplate his intimate knowledge and supervision of the 
methods, work and maintained condition of such schools, and to 
aid him therein there will need to be frequent official inspection. 

REPORTS 

Periodical reports from the schools will also be informing to the 
Commissioner, and definite yearly reports will be required in pre- 
scribed form upon blanks prepared under his direction. 

MISCELLANEOUS INFORMATION 

ACQUISITION OF GROUNDS AND APPARATUS FOR INSTRUCTION IN 

AGRICULTURE 

Chapter 221 of the Laws of 1913 authorizes common and union 
free school districts to acquire grounds to be used " for play- 
grounds, or for agricultural, athletic center and social center pur- 
poses," and to raise money by tax for the purchase of such grounds 



VOCATIONAL SCHOOLS 1 5 

and " such implements, apparatus, and supplies as may be necessary 
to provide instruction in agriculture and other subjects.'' 

DUPLICATION OF MONEY FOR APPARATUS AND UTENSILS 

Money expended for books and apparatus, including tools and 
utensils to be used in the vocational departments of high schools, 
will be duplicated from the academic fund in the same way as ex- 
penditures for physical and chemical apparatus. No duplication 
will be made for money expended for unbound periodicals, series 
or sets of books by different authors, textbooks, furniture, fixtures, 
benches, machinery, chemicals or supplies consumed in using. 

NONRESIDENT TUITION 

Nonresident pupils of academic grade from districts not having 
academic departments who are enrolled in the vocational courses 
may, under the same conditions as pupils taking the ordinary high 
school work, be counted for payment of tuition by the State. 

TIME OF RECEIVING APPORTIONMENTS 

The apportionments to vocational schools are based upon the 
annual reports rendered at the close of the school year and are 
paid with the district and teachers quotas in March and May fol- 
lowing the close of the school year. 

ACADEMIC COUNTS 

There are no Regents examinations in the technical, the shop, 
farm, or home instruction given in vocational schools, and no 
application for credit can be considered until the work has been 
approved after inspection and the proper certification made by the 
principal of the school. 

GRADUATES OF INTERMEDIATE VOCATIONAL SCHOOLS 

Graduates of an intermediate vocational school will be admitted 
to high school courses provided they possess a junior vocational 
school certificate. The attendance of such pupils may be counted 
in reporting total academic attendance as a basis of apportionment. 

ISSUANCE OF CERTIFICATES 

A junior vocational school certificate is granted to graduates of 
the intermediate vocational school upon the successful completion 



1 6 UNIVERSITY OF THE STATE OF NEW YORK 

of six years of elementary school training plus two years of inter- 
mediate vocational school training. " No examinations are set by 
the Regents for the earning of this certificate. 

A senior vocational school certificate will be granted to those 
pupils who complete a four-year vocational course based upon a 
six-year elementary school course. 

A full academic diploma based on 72 counts will be given to 
the secondary pupils who satisfactorily complete the vocational 
school course. 

THE DIVISION OF VOCATIONAL SCHOOLS 
The State of Ntew York, as we have seen, makes generous appro- 
priations of money for allotments to schools giving approved voca- 
tional instruction, and further to encourage and promote wise 
progress therein it has created a special " Division of Vocational 
Schools," as a division of the University, charged with their gen- 
eral supervision and with the double duty of gathering and making 
known all obtainable helpful information upon the subject. 

Applications for preliminary advice and subsequent guidance 
should be freely made to the Chief of such Division, and especially 
so whenever the establishment of any form of vocational instruc- 
tion is contemplated in any locality in this State. 

EDUCATION LAW RELATIVE TO VOCATIONAL 
INSTRUCTION 

Article 22 of the Education Laiv of ipio, as amended by Lazvs of 

ipiS, chapter 7^7 

Section 600 General industrial schools, trade schools and 
schools of agriculture, mechanic arts and homemaking, may be 
established in cities. The board of education of any city, and in 
a city not having a board of education the officer having the man- 
agement and supervision of the public school system, may establish, 
acquire, conduct and maintain as a part of the public school system 
of such city the following: 

1 General industrial schools open to pupils who have completed 
the elementary school course or who have attained the age of four- 
teen years, and 

2 Trade schools open to pupils who have attained the age of 
sixteen years and have completed either the elementary school 



VOCATIONAL SCHOOLS \J 

course or a course in the above mentioned general industrial school 
or w^ho have met such other requirements as the local school au- 
thorities may have prescribed ; and 

3 Schools of agriculture, mechanic arts and homemaking, open 
to pupils who have completed the elementary school course or who 
have attained the age of fourteen, or who have met such other 
requirements as the local school authorities may have prescribed; 
and 

4 Part-time or continuation schools in which instruction shall be 
given in the trades and in industrial, agricultural and homemaking 
subjects, and which shall be open to pupils over fourteen years of 
age who are regularly and lawfully employed during a part of 
the day in any useful employment or service, which subjects shall 
be supplementary to the practical work carried on in such employ- 
ment or service. 

5 Evening vocational schools in which instruction shall be given 
in the trades and in industrial, agricultural and homemaking sub- 
jects, and which shall be open to pupils over sixteen years of age, 
who are regularly and lawfully employed during the day and which 
provide instruction in subjects related to the practical work carried 
on in such employment ; but such evening vocational schools provid- 
ing instruction in homemaking shall be open to all women over 
sixteen years of age who are employed in any capacity during the 
day. 

The word " school," as used in this article, shall include any 
department or course of instruction established and maintained in 
a public school for any of- the purposes specified in this section. 
\^As amended by Laws of ipis, chapter /4y] 

§ 6oi Such schools may be established in union free school 
districts. The board of education of any union free school dis- 
trict shall also establish, acquire and maintain such schools for like 
purposes whenever such schools shall be authorized by a district 
meeting. The trustee or board of trustees of a common school 
district may establish a school or a course in agriculture, mechanic 
arts and homemaking, when authorized ,by a district meeting. 
\_As amended by Lazvs of 1913, chapter y^y] 

§ 602 Appointment of an advisory board. The board of edu- 
cation in a city and the officer having the management and super- 
vision of the public school system in a city not having a board of 
education shall appoint an advisory board of five members repre- 
senting the local trades, industries, and occupations. In the first 



l8 UNIVERSITY OF THE STATE OF NEW YORK 

instance two of such members shall be appointed for a term of one 
year and three of such members shall be appointed for a term of 
two years. Thereafter as the terms of such members shall expire 
the vacancies caused thereby shall be filled for a full term of two 
years. Any other vacancy occurring on such board shall be filled 
by the appointing power named in this section for the remainder 
of the unexpired term. 

§ 603 Authority of the board of education over such schools. 
The board of education in a city and the officer having the manage- 
ment and supervision of the public school system in a city not 
having a board of education and the board of education in a union 
free school district in which city or district a general industrial 
school, a trade school, a school of agriculture, mechanic arts and 
homemaking, or a part-time or continuation school, or an evening 
vocational school is established as provided in this article, is vested 
with the same power and authority over the management, super- 
vision and control of such school and the teachers or instructors 
employed therein as such board or officer now has over the schools 
and teachers under their charge. Such boards of education or 
such officer shall also have full power and authority : 

1 To employ competent teachers or instructors. 

2 To provide proper courses of study. 

3 To purchase or acquire sites and grounds and to purchase, 
acquire, lease or construct and to repair suitable shops or buildings 
and to properly equip the same. 

4 To purchase necessary machinery, tools, apparatus and supplies. 
[As amended by Lazvs of iqi^, chapter 7-//] 

§ 604 State aid for general industrial schools, trade schools, 
and schools of agriculture, mechanic arts and homemaking. 

1 The Commissioner of Education in the annual apportionment 
of the State school moneys shall apportion therefrom to each city 
and union free school district for each general industrial school, 
trade school, part-time or continuation school or evening vocational 
school, maintained therein for thirty-six weeks during the school 
year and employing one teacher whose work is devoted exclusively 
to such school, and having an enrolment of at least fifteen pupils 
and maintaining an organization and a course of study, and con- 
ducted in a manner approved by him, a sum equal to two-thirds of 
the salary paid to such teacher, but not exceeding one thousand 
dollars. 

2 He shall also apportion in like manner to each city, union 
free school district or common school district for each school of 



VOCATIONAL SCHOOLS 1 9 

agriculture, mechanic arts and homemaking, maintained therein for 
thirty-six weeks during the school year, and employing one teacher 
whose work is devoted exclusively to such school, and having an 
enrolment of at least fifteen pupils and maintaining an organization 
and course of study and conducted in a manner approved by him, 
a sum equal to two-thirds of the salary paid to such teacher. Such 
teacher may be employed for the entire year, and during the time 
that the said school is not open shall be engaged in performing such 
educational services as may be required by the board of education 
or trustees, under regulations adopted by the Commissioner of 
Education. Where a contract is made with a teacher for the entire 
year and such teacher is employed for such period, as herein pro- 
vided, the Commissioner of Education shall make an additional ap- 
portionment to such city or district of the sum of two hundred 
dollars. But the total amount apportioned in each year on account 
of such teacher shall not exceed one thousand dollars. 

3 The Commissioner of Education shall also make an additional 
apportionment to each city and union free school district, for each 
additional teacher employed exclusively in the schools mentioned 
in the preceding subdivisions of this section for thirty-six weeks 
during the school year, a sum equal to one-third of the salary paid 
to each such additional teacher, but not exceeding one thousand 
dollars for each teacher. 

4 The Commissioner of Education, in his discretion, may ap- 
portion to a district or city maintaining such schools or employing 
such teachers for a shorter time than thirty-six weeks, or for a 
less time than a regular school day, an amount pro rata to the 
time such schools are maintained or such teachers are employed. 
This section shall not be construed to entitle manual training high 
schools or other secondary schools maintaining manual training 
departments, to an apportionment of funds herein provided for. 

Any person employed as teacher as provided herein may serve 
as principal of the school in which the said industrial or trade 
school or course, or school or course of agriculture, mechanic arts 
and homemaking, is maintained. [As amended by Laws of 1913, 
chapter 747] 

§ 605 Application of such moneys. All moneys apportioned 
by the Commissioner of Education for schools under this article 
shall be used exclusively for the payment of the salaries of teach- 
ers employed in such schools in the city or district to which such 
moneys are apportioned. 



20 UNIVERSITY OF THE STATE OF NEW YORK 

§ 606 Annual estimate by board of education and appropria- 
tions by municipal and school districts. 

1 The board of education of each city or the officer having the 
management and supervision of the pubhc school system in a city 
not having a board of education shall file with the common council 
of such city, within thirty days after the commencement of the 
fiscal year of such city, a written itemized estimate of the ex- 
penditures necessary for the maintenance of its general industrial 
schools, trade schools, schools of agriculture, mechanic arts and 
homemaking, part-time or continuation schools or evening voca- 
tional schools, and the estimated amount which the city will re- 
ceive from the State school moneys applicable to the support of 
such schools. The common council shall give a public hearing to 
such persons as wish to be heard in reference thereto. The com- 
mon council shall adopt such estimate and, after deducting there- 
from the amount of State moneys applicable to the support of such 
schools, shall include the balance in the annual tax budget of such 
city. Such amount shall be levied, assessed and raised by tax upon 
the real and personal property liable to taxation in the city at the 
time and in the manner that other taxes for school purposes are 
raised. The common council shall have power by a two-thirds 
vote to reduce or reject any item included in such estimate. 

2 The board of education in a union free school district which 
maintains a general industrial school, trade school, a school of agri- 
culture, mechanic arts and homemaking, part-time or continuation 
schools or evening vocational schools, shall include in its estimate 
of expenses pursuant to the provisions of sections 323 and 327 of 
this chapter the amount that- will be required to maintain such 
schools after applying toward the maintenance thereof the amount 
apportioned therefor by the Commissioner of Education. Such 
amount shall thereafter be levied, assessed and raised by tax upon 
the taxable property of the district at the time and in the manner 
that other taxes for school purposes are raised in such district. 
[As amended by Lo7vs of IQ13, chapter 7^7 ] 

§ 607 Courses in schools of agriculture for training of 
teachers. The State schools of agriculture at St Lawrence Uni- 
versity, at Alfred University and at Morrisville may give courses 
for the training of teachers in agriculture, mechanic arts, domestic 
science or homemaking, approved by the Commissioner of Edu- 
cation. Such schools shall be entitled to an apportionment of money 
as provided in section 604 of this chapter for schools established 



VOCATIONAL SCHOOLS 21 

in union free school districts. Graduates from such approved 
courses may receive licenses to teach agriculture, mechanic arts 
and homemaking in the public schools of the State, subject to such 
rules and regulations as the Commissioner of Education may pre- 
scribe. 



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